Siti Nur Hadiani, 2014 Teacher’s Questioning Strategies In Classroom Interaction
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
questioning strategies that can be applied by the teacher. However, from so many types of questioning strategies applied by a teacher, this study will only be based on
typical questioning strategies proposed by Chaudron 1988, Wu 1993, Anwar 2000 and Tsui et al 2004 frameworks. According to the aforementioned
frameworks, repetition,
rephrasing, simplification,
decomposition, probing,
exemplification, blank-filling, code switching, and wait-time are the most common strategies used by the teacher to get the desired answer or responses from the
students. Departing from the explanation above, this study is aimed to investigate the
questioning strategies applied by the teacher in classroom interaction along with teacher’s and students’ perceptions toward the questioning strategies applied in
classroom interaction. A public senior high school in Cimahi is selected to be the site of this study. Then, an English teacher and her 38 students in eleventh grade
are selected to be the subjects of this study.
1.2 Research Questions
Departing from the background above, this study attempts to answer the following questions:
1. What are questioning strategies applied by the teacher in classroom
interaction? 2.
What are teacher’s perceptions toward the questioning strategies applied in classroom interaction?
3. What are students’ perceptions toward the questioning strategies
applied by the teacher in classroom interaction?
1.3 Aims of the Study
Given the aforementioned research questions, the main purpose of the study is to investigate the questioning strategies applied by the teacher in classroom
interaction along with the teacher’s and students’ perceptions toward the use of questioning strategies in classroom interaction.
Teacher’s perceptions are focused on three aspects, namely teacher’s perceptions toward the implementation of
questioning strategies, the advantages and disadvantages of questioning strategies and teacher’s considerations in applying questioning strategies. Meanwhile, the
Siti Nur Hadiani, 2014 Teacher’s Questioning Strategies In Classroom Interaction
Universitas Pendidikan Indonesia
| repository.upi.edu
| perpustakaan.upi.edu
students’ perceptions are focused on the most helpful questioning strategy for the students along with the students’ perceptions toward the implementation of
questioning strategies.
1.4 Scope of the Study
The study will be limited merely on finding out the questioning strategies applied by the teacher in classroom interaction. In addition, the scope of the study
will also be expanded on investigating the teacher ’s and the students’ perceptions
toward the questioning strategies employed by the teacher in the classrooms. Teacher’s perceptions are focused on three aspects, namely teacher’s perceptions
toward the implementation of questioning strategies, the advantages and disadvantag
es of questioning strategies and teacher’s considerations in applying questioning strategies. Meanwhile, the students’ perceptions are focused on the
most helpful questioning strategy for the students along with the students’
perceptions toward the implementation of questioning strategies.
1.5 Significance of the Study